This weeks tutorial mainly focused on two key ideas how Mathematics is a language and should be taught as such and the effective structure of the Language Model for teaching mathematics in the classroom. There are four main stages of the Mathematical language these include:
1. Children's Language Stage
2. Materials Language Stage
3. Mathematics Language Stage
4. Symbolic Language Stage
It is crucial to follow these stages through in order for the students to develop a clear and concise understanding of the concept to the Mathematical language.
Concepts, Skills and Strategy:
No mathematical C/S/S were discussed this week. However, the four stages of the Mathematical Language Stages were presented and discussed in detail.
Stage 1: Children's Language: Mathematics is explained to students at a level in which they are able to understand and interpret the basic meaning and structure of the language. An example would be the word " addition" which means to add however, a teacher may use a different more simpler term for the children such as the word " join". This will help the students gage the concept of the word. Placed in a sentence this can be " Martha and Susie joined Jessica for lunch".
Stage 2: Materials Language: Similar to the Children's Language stage, the Materials Language stage is simply a process of replacing words with objects and being able to visualise produce verbal cues. This can be done by replacing what was said previously with a more visual piece of stimuli such as counters or blocks.
Stage 3: Mathematics Language: It begins to explain and elaborate on the proper use of the mathematic terminology such as using the word " subtract" instead of " take- away".
Stage 4: Symbolic Language: This final stage is where symbols are introduced to students as a means to further simplifying the language. Instead of writing the word " add" the symbol " +" should be written to explain what is meant.
Misconceptions:
A misconception I have known in mathematics is that it was taught in a different style and structured differently which until recently I have learnt is not true as it is a universal language and is taught the same or similarly around the world as well as this mathematics should be taught the same as learning a language. At a younger age I have always believed myself to be not good at mathematics and one has to be " really smart" to be able to obtain the information and understanding in mathematics. However, I now realise just like with learning a new skill or sport it takes time to learn, understand and perfect those mathematical skills.
Resources:
The tool I have chosen for the assignment is a Blog Website by the name of " BLOGGER". I have chosen this form media because not only have I used it multiple times and am familiar with the settings but, I believe Blogger is an effective and simple tool to use in the classroom as it is very straightforward and will not confuse the children. As well as this, Blogger has very bright and colour themes this would intrigue the students and make them concentrate on what is being presented. This media platform can be extremely useful in the classroom when it comes to presenting ideas for topics or sharing information gathered. The URL to this blog is ( https://clarissatchia.blogspot.com )
Sourced Teaching Strategy:
( Pintrest: https://www.pinterest.com.au/pin/251146116706710818/)
The picture above shows an excellent teaching resources that we can use in the classroom with kindergarten and primary students. The Number Mat is a combination of being able to spell out the number " S-E-V-E-N" as well as write and count the number using different materials such as the frogs and bears shown above.
Textbook Concept, Skills and Strategy:
There are multiple Big Ideas introduced in the text. However, one in particular that stood out is What determines the Mathematics being taught: Needs of the child. Catering, adapting and changes in thinking help influence a child's ideas and approach to mathematics. Some of the key concepts that were understood and implemented in the 1920's is that of a child's understanding on subtraction, that facts under 10 were focused on children between the age of 6 and facts over 10 were aimed towards children at the age of 7. The more complex form of subtraction borrowing and carrying a number were aimed towards children 8 and above ( Reys, R. 2012). In mathematics a child needs to be able to understand simple concepts such as making connections to problems and applying a solution or develop new ways to solve the problem. Fluency is also critical in a child's understanding of mathematics as it helps them develop the appropriate skills required to form a procedure with accuracy, efficiency and flexibility. Problem solving is also critical for children to be able to comprehend and develop as it requires them to be able to make their own choices and decisions formulating their own problems as well as model and investigating the issue, which will lead to communicating their solutions effectively. Lastly, students need to be able to provide a logical reasoning for their solutions such as proof of analysing, evaluating and justifying their answers.
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